An Examination of a Theory of Embodied Social Presence in Virtual Worlds

In this article, we discuss and empirically examine the importance of embodiment, context, and spatial proximity as they pertain to collaborative interaction and task completion in virtual environments. Specifically, we introduce the embodied social presence (ESP) theory as a framework to account for a higher level of perceptual engagement that users experience as they engage in activity-based social interaction in virtual environments. The ESP theory builds on the analysis of reflection data from Second Life users to explain the process by which perceptions of ESP are realized. We proceed to describe implications of ESP for collaboration and other organizational functions

Learners’ Experience of Presence in Virtual Worlds

This thesis explores participants’ experiences of presence in virtual worlds as a specific case of mediated environments, and the factors that support that experience of presence, with the aim of developing practice when using these technologies in learning and teaching. The thesis begins with a framework that was created to bring together concepts from a range of disciplines that describe presence and factors that contribute to presence. Organising categories within the framework were drawn from a blend of Activity Theory and Communities of Practice. Five case studies in Second Life (preceded by a pilot study employing webconferencing) were conducted in order to investigate learners’ experiences in these environments. Qualitative and quantitative data were gathered from these cases. The data from the separate cases were analysed using a cross-case synthesis and the role of presence, and the factors that support it, were identified. An additional strand of investigation established a typology of different forms of resistance by students to learning in virtual worlds. The findings of the study were that an experience of presence is strongly linked to students’ satisfaction with the learning activity. This experience of presence was more linked to students’ preparedness or ability to engage with the environment than with technological limitations. Some students’ resistance to learning in virtual worlds were informed by values they held about technology, but others appeared to display an inability to experience embodiment through their avatar. The experience of presence appeared to develop over time. This can be interpreted as stages in students’ development of a virtual body image, body schema and virtual identity. Different learning activities are more appropriate to different stages in this development. The thesis concludes with a suggested model for supporting students’ development of presence. The implications of these findings for educators and for further research are discussed

Engaging the Virtual Landscape: Toward an Experiential Approach to Exploring Place Through a Spatial Experience Engine

The utilization of Geographic Information Systems (GIS) and other geospatial technologies in historical inquiry and the humanities has led to a number of projects that are exploring digital representations of past landscapes and places as platforms for synthesizing and representing historical and geographic information. Recent advancements in geovisualization, immersive environments, and virtual reality offer the opportunity to generate digital representations of cultural and physical landscapes, and embed those virtual landscapes with information and knowledge from multiple GIS sources. The development of these technologies and their application to historical research has opened up new opportunities to synthesize historical records from disparate sources, represent these sources spatially in digital form, and to embed the qualitative data into those spatial representations that is often crucial to historical interpretation.;This dissertation explores the design and development of a serious game-based virtual engine, the Spatial Experience Engine (SEE), that provides an immersive and interactive platform for an experiential approach to exploring and understanding place. Through a case study focused on the late nineteenth-century urban landscape of Morgantown, West Virginia, the implementation of the SEE discussed in this dissertation demonstrates a compelling platform for building and exploring complex, virtual landscapes, enhanced with spatialized information and multimedia. The SEE not only provides an alternative approach for scholars exploring the spatial turn in history and a humanistic, experiential analysis of historical places, but its flexibility and extensibility also offer the potential for future implementations to explore a wide range of research questions related to the representation of geographic information within an immersive and interactive virtual landscape

PERCEPTIONS OF THE EFFECTIVENESS OF ASYNCHRONOUS ONLINE DISCUSSIONS AS A SUPPLEMENT TO FACE TO FACE INTERACTIONS: A META REVIEW

Today’s technological age is evolving students away from the traditional classroom model with over three million students exclusively enrolled in online classes (Classes and Careers, 2018) with many online courses attempting to provide an online educational experience that parallels a traditional face to face (f2f) model. Researchers have deduced that there is no significant difference between online and f2f courses.(Johnson et al., 2000; Nguyen, 2015) however, modifications must be made due to the differences in the delivery modes of instruction. Asynchronous online discussion forums can be an effective tool for improving student learning outcomes (Green et al., 2014; Tony Bates, 1997) yet, such an environment decreases opportunities for social interactions (Bullock & Colvin, 2015) and can foster miscommunication in non-verbal subtleties clarified in spoken language (Mongan-Rallis & Shannon, 2006). This proposed research will investigate current literature concerning perceptions of the effectiveness of asynchronous online discussions as a supplement to f2f social interactions. Under the proposed study, a meta-analysis will be executed to synthesize already existing research with aims to evaluate the overall effectiveness and perceptions of asynchronous online threaded discussion forums versus f2f platforms

Designing a training tool for imaging mental models

The training process can be conceptualized as the student acquiring an evolutionary sequence of classification-problem solving mental models. For example a physician learns (1) classification systems for patient symptoms, diagnostic procedures, diseases, and therapeutic interventions and (2) interrelationships among these classifications (e.g., how to use diagnostic procedures to collect data about a patient's symptoms in order to identify the disease so that therapeutic measures can be taken. This project developed functional specifications for a computer-based tool, Mental Link, that allows the evaluative imaging of such mental models. The fundamental design approach underlying this representational medium is traversal of virtual cognition space. Typically intangible cognitive entities and links among them are visible as a three-dimensional web that represents a knowledge structure. The tool has a high degree of flexibility and customizability to allow extension to other types of uses, such a front-end to an intelligent tutoring system, knowledge base, hypermedia system, or semantic network